as grave as that for which the word 'blindness' has been commonly reserved." (p 147). Dearborn later developed successful methods for teaching reading to students with dyslexia. The discrepancy model for the diagnosis of dyslexia (Bond, Tinker, & Wasson, 1994 pp 42–45) is rooted in the work of Dearborn. From observing the differences he observed in the ways individuals students' learned to read, Dearborn came to believe that there were many possible ways to learn reading and that no single approach would be best for every child. By 1925, in what would be a precursor to later debates about whole language versus phonics approaches to teaching reading, Dearborn noted that for some students the "look-say" approach to learning reading was more successful than phonetic or auditory approaches. He encouraged his students to observe classrooms where look-say was being used and suggested that teachers not focus exclusively on phonics and advocated a balanced literacy approach. Dearborn's work on eye movements in reading is one of the most comprehensive studies in the literature. Venezky (1984) has written that Dearborn "covered among other topics the number and duration of fixation pauses, re-fixations, and eye fatigue in reading." He raised questions about the relationships between the orthographic structure of words and their pronunciation——problems which remain unresolved. (Venezky,) One of Dearborn's most interesting discoveries was that children who were left-eyed, were more likely to have reading difficulties than students who were right-eyed. Dearborn's most widely cited publications also include "Intelligence Tests: Their Significance For School And Society." (Houghton Mifflin Co., Boston, 1928). At the time, intelligence testing was still in its infancy and there was not yet consensus in the field about goals of testing. A strong proponent of intelligence testing, Dearborn believed that tests could help uncover students' needs and guide teachers in their instruction. Dearborn shows that intelligence as measured by the tests of his day was not a constant, but varied based on the subject's learning and experience. "He has aimed a pointed and well-delivered attack against beliefs that the results of intelligence tests are due to nature solely. In fact he has gone further and minimized nature and emphasized nurture--boldly attacking many widely held theories and substituting others in keeping with his systematic point of view." Dearborn's wide-ranging approach to the study of the process of reading also included a close study of typography and typographic conventions. He wrote an influential